UNITED STATES HISTORY UNIT 4.1 - Weebly

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UNITED STATES HISTORY UNIT 4

Early 19th Century America

Name: ________________________________________________ Date: ____________________

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TABLE OF CONTENTS

Urbanization 3 Industrial Revolution 6 Nat Turner’s Rebellion 11 Positive and Negative Impacts of the Industrial Revolution 16 Nationalism 25

Era of Good Feelings 26 Nationalism vs. Sectionalism 28 Judicial Nationalism 29 Economic Nationalism 30 The Monroe Doctrine 31

Missouri Compromise 34 Monroe’s Legacy 36 Jackson’s Legacy 37 Nullification Crisis 39 Indian Removal Act 43

Jacksonian Democracy 46 Transcendentalism and Utopianism 53 Second Great Awakening 56 Early 19th Century Reform Movements 57 Early 19th Century Presidential Elections 60

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THE URBAN GAME

Our story begins in the year 1800 and the scene is a rural village in New York state. Over the next 60 years, a

revolution will come to your village. Some historians believe this revolution in industry is the most fundamental change in human history. We will experience these changes using through mapping our villages.

Round 1 – Increased life expectancy – New Farming techniques

Life here in our rural village is similar to other villages throughout America at the turn of the 19th century. Change traditionally comes very slowly. People move at a much slower pace and have access to very little information about the world outside their village. Nine out of every ten Americans were rural and lived in small villages like this one. The average village was inhabited by about 200-400 people. The tallest structure in the village was the church. Every member of the family worked very hard from sun-up to sun-down. Even small children had chores. The main occupation in America is farming. For a variety of different reasons (early soap, better diet, improved sanitation, etc…) there is a population explosion in America, and your village.

Coincidentally, farmers begin to experiment with new, more productive framing practices like crop-rotation, new fertilizers, & new livestock breeding techniques. Consequently farm production is significantly increased over the previous century. Villages were connected by a system of dirt roads that became almost impassable during the wet season. As a result, transportation was often slow and trade beyond the village was not easy. Most American farmers never visited any place further than 25 miles from their birthplace, ever! People made their own food, clothes, furniture, tools, and homes. Finally for fuel, there were two sources: Firewood & coal.

Draw a river across your paper connecting east to west; the river should be about one-thumb wide; draw a

simple wooden bridge crossing the river; draw 2 roads (about one-finger wide)one running north to south and

crossing the river at the bridge and one running from east to west. Neither road need be a straight line. Draw 10

houses; 1 church; 1 cemetery; 1 store; 1 pub; 1 coalmine; & at least 50 trees. Spread them out, this is a farm

community. Clear trees around those houses for farmland.

Round 2 – Water-powered Factories

It is now 1810. Men like Samuel Slater immigrate to America and bring with them knowledge of the Industrial Revolution in England. They introduce a new machine that can spin and weave cloth a hundred times faster than could be done by hand in a farm cottage. This new machine is called the Water Frame because its principle source of power was water. Over time, this technology spread to many villages that met the requirement of having falling water. In 1810 the first water frame was built in your village (because of the river). Since the water frame was large, a special building was needed and thus, the first factory for producing cotton cloth was built.

Add 1 factory (no smoke—it is powered by water). Remember, the cotton factory must be placed on the river

bank. Also, Add 5 houses for workers

From this point on, you may remove trees to make room for future building projects

Round 3 - Canals

It is now 1820. America’s geography is unique in that there are many navigable rivers that crisscross the countryside. Unfortunately, your river is not one of them. The changes in elevation which made water-powered factories possible make the river unusable for any real distance. A canal could be built beside the river to provide safe passage for boats. An enterprising young capitalist (you!) decides to invest money in the construction of a canal. The profits from your canal are astonishing! This new revolution in transportation reduced the price of raw materials and reduced the cost of transportation drastically. Since you invested your money, thereby making a tidy profit, build yourself 1 nice home anywhere on the map

you would like it to be. Don’t forget to construct the canal. It must run parallel to the river.

Round 4 – New factories, Woman and children in the workplace

It is 1825, new profitable factories are possible in your community because of access to the canal. Capitalists who wish to ensure their profits decide to hire young women and even children over men because can perform the same factory labor at one-half to one-quarter the price. Young women who have finished their education but are not ready for marriage seek work in these new factories.

Construct 2 more factories along the river. Canal water will not be swift enough to run factories.

Add 10 common houses (total 25)

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Round 5 – Steam Factories

It is now 1830. The spread of the steam engine replaces the water frame. First, it is far more efficient. Second, it allows factories to be built away from the river. At the same time, because of spinning and weaving of cloth in the factories, there are families who have lost their livelihood. People move to your village to find work in these new factories.

Add 5 new factories, with smoke. Add smoke to all other pre-existing factories.

Add 2 nice houses, 10 common houses; & 2 stores. Expand your cemetery

You may draw additional roads and 1 additional bridge.

This explosion of factories has drawn thousands of people to your community. Unforeseen problems include crime and social life in the pubs which is growing faster than the churches.

add 1 jail & 2 pubs

Round 6 – The 2nd Great Awakening, continued growth

It is 1835. Religious revivalism known as the “2nd Great Awakening” has spread throughout the nation. Evangelists like Charles Finney have spread the revival to communities such as yours. People turn to God in surprising numbers, the social fabric moves away from sin and toward righteousness. Increased attendance, along with new divisions and new denominations need more churches.

Add 3 churches, remove 1 pub.

At the same time, the growth of industry continues. Farm inventions like the new McCormick reaper have reduced the number of people needed for agriculture. Housing is in great demand and for the first time a new kind of housing is constructed called apartments. Here dozens of families reside under one roof with undesirable living conditions.

Add 5 factories with smoke.

2 apartments

Round 7- - Positives of living in a City

It is 1840. There are some advantages for many of the urban dwellers. City life is quite different from country

life. For the small but growing middle class, a whole new cultural life is available. Museums, theatres, opera, restaurants, plays, concerts are made available. Whereas before only the aristocrats could afford the arts, now the middle class enjoys the fine life of culture and good living.

Add 5 nice homes, 2 theaters, 2 restaurants, and 1 private school.

Round 8 – Railroads

The year is 1845. The existing canals and dirt roads cannot accommodate the heavy industrial traffic. New experiments with transportation using the power of a steam engine are tried. The most successful appears to be a steam engine that pulls a series of wagons or cars on an iron track. The first railroad is tested and proves to be quite effective.

Add 1 major railroad line connecting all factories to your coal mines and the edges of the map.

Add five more houses for the railroad workers.

Add 3 factories with smoke.

Also, add one nicer house since people continue to get rich. Add 3 apartments

Round 9 - Immigration

It is 1850. Workers from foreign nations begin to flood into your community looking for work. Because many immigrants are unskilled and don’t speak the language well, factory owners can pay them less money and treat them worse than women and children.

Destroy 3 houses. Add 8 apartments.

Add 2 pubs, 1 church, 1 store, and 1 cemetery

Round 10 - Pollution and Urban Problems

It is 1855. There are no pollution controls so the air in your community looks dark. Windows, walls even trees are

covered with layers of soot. The river that once flowed through your quiet village for hundreds of years is now unfit for drinking, bathing, or laundry. The average life expectancy for the poorest classes is now under 40 years of age. Nativism against immigrants has led to division and occasionally violence in your community. Public schools and church societies are formed to address some of these growing problems.

Add 1 jail, 1 public school

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THE INDUSTRIAL REVOLUTION

Please answer the following questions based on the video clip:

1. What sparked the first Industrial Revolution in the United States in the late 1700s?

2. List three impacts of the Industrial Revolution addressed in the video.

The Agricultural Revolution

New Farming Method Creator/Inventor Impact on Farming

MORE FOOD

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INDUSTRIALIZATION SPREADS

Shift in the Global Economy Social Inequality World Gets “Smaller”

Capitalism:

Laissez-Faire Economics:

Trade:

A new middle class emerges:

Cult of Domesticity: Religious Implications:

Slum Life:

Globalization:

Urbanization:

Improved Transportation Technology:

A FRIST-HAND ACCOUNT Background: Barilla Taylor was one of twelve children in the family of Stephen and Melinda Taylor. She

was born on June 29, 1828. In October of 1843, she left her home in Roxbury, Maine, to work as a weaver

in the mills in Lowell, Massachusetts. She was fifteen years old.

Barilla to Her Parents: Sunday, July 14, 1844

It is with pleasure that I seat myself this morning to write you to let you know of my health which is very good at present . . . I like in the mill, but my overseer is not the best, or—I might say, the cleverest. I do not

make much. I only made six dollars & a quarter last month [once I paid for my room]. I pay five dollars for

my board a month . . . I have changed my boarding place again . . . The first place I went to was on the Corporation. It was a very good place indeed. They kept about thirty boarders all the time . . . six in one

room. Else had some trouble with the girls she roomed with & she would not stay. We went to the second

place. Our boarding woman . . . was cross, lazy and nasty . . . In the morning she would get up, build up a fire & go to bed again. We would get up, get our breakfast & go into the mill . . . When we came out for

dinner we would have what coffee was left from the morning for dinner. We would have a little dry bread,

a cracker or two a piece & that was our dinner. We would have a piece of pie once a week & that was our living for about three months. I was sick there & I don’t wonder, do you? I left there in about a week

after I got able to work. I now board with Mr. & Mrs. Elston on Central Street. They are first rate folks . . . I have as much as I want and just when I want it . . . Ann Graham, if you know her, has got her hand tore

off, It was done in the card room. I heard she has got to have it taken off above her elbow. We don’t

know if she will lose her life by it . . . If I stay till spring—I think it a doubt you will ever see me again if my health is as good as it is now for I think of . . . going to the west next spring . . . I bid you all farewell as I

don’t know as I shall ever see any of you again . . .

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Mrs. Taylor to Barilla* August 1st, 1844

. . . We heard you was in Boston the fourth of July and told Freeman Smith you was

coming home in the fall We shall look for you at the time you promised to come

home when you went away. Florena wants you should come home and help her for she has got a great deal to do . . . come home and go to school . . .

Florena Austin to Barilla Taylor* January 27, 1845

. . . Mother says you did not come home last fall as you agreed and you must be sure

to come next spring and stay with her next summer and make some woolen clothes, get rested and go again if you want next fall. I think one year is long enough to stay

at a time. I do not approve of girls staying in the factory till they get all run down and good for nothing . . .

Mr. Taylor to Joseph C. Taylor* August 25, 1845

. . . we was glad to hear that Barilla was alive though the next news may be her

death news but we hope not. We all hope that she will get well and come home and see the folks . . .

Pliny Tidd to Mr. Taylor* March 5, 1846

. . . I have had Barilla moved to the cemetery at Lowell on the 14th of November

1845. Also the stones put up . . . they are good strate stones and engraved in good taste . . .

1. How did Barilla describe her life at Lowell? Use details in your response.

2. What happens to Barilla’s friend, Ann Graham? What can we conclude about working conditions at Lowell based on this?

3. How did her family feel about Barilla working in the mills?

4. Florena Austin writes, “I do not approve of girls staying in the factory till they get all run down and good for nothing . . .” What do you think she means by “good for

nothing?” What would girls be good for if they weren’t “run down?”

5. Given the dangers of the factory and the fact that her family wants her to come

home, why would they have allowed her to leave in the first place?

6. What happened to Barilla and what can we conclude about conditions at the factory?

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INDUSTRIALIZATION: NORTH AND SOUTH

Northern manufacturing extended the use of power-driven machines to a wider range of commodities in the middle decades of the century. By 1860, the United States was second only to Great Britain and

France in manufacturing. Stationary steam engines powering advanced machinery allowed factories to

set up in the nation’s largest cities. Affordable books and color prints from the new printing presses disseminated new fashions and ideas connecting urban and rural, East and West. By 1850, nine out of

every ten adult white Americans could read, and millions bought books. Women in particular became

avid readers, as well as the authors of many books and magazine articles. The nation’s population nearly quadrupled between 1814 and 1860, to over 31 million, swelled by an influx of immigrants. Fleeing the

potato famine in Ireland and revolutionary turmoil in the German states, foreign-born workers increasingly

replaced native-born labor, toiling in factories and crowding into the slums of expanding cities.

The telegraph and then the railroad, knit together the regions; the transcontinental railroad was

completed in 1869. City merchants built stores opulent enough to be dubbed “palaces of consumption.” Urban elites competed in a rivalry over the status of their cities, commissioning public sculptures of the

nation’s leaders and heroes, therefore providing opportunities for sculptors. The availability of factory-produced goods such as parlor suites of furniture made the trappings of success affordable to the middle

class. New forms of manufacture emerged: arms manufacturers and Connecticut clockmakers turned to

standardized parts to speed production.

The rapid shift from an agrarian (farming) to industrial economy and the growth of the business sector,

with their attendant social and economic dislocations, spurred the development of a powerful ideology in which private and public spheres were considered antithetical. The domestic sphere, the realm of home

and family, no longer a site of production as in the eighteenth century, would now be seen as a haven

against the impersonal, competitive forces of capitalism. Middle-class women would (and were expected to) retire from the workforce to their proper sphere and attend to their primary duties-child

rearing and homemaking. This public/private divide was echoed in an idealization of nature and the rural

against the noisome, polluted city and its expanding immigrant population. American architect and landscape designer Andrew Jackson Downing the home a “powerful means of civilization” and a remedy

for social evils. In his many popular publications, Downing recommended the building of country homes where one could cleanse the soul by escaping the psychologically and physically unhealthy aspects of

urban life. Reflecting many of Downing’s ideas, the first suburban developments aspired to unify nature

and architecture, offering a semi-rural retreat from blighted industrial areas.

TASK| Choose two aspects of PERSIAN to complete the chart below using the reading and your

knowledge of the Industrial Revolution.

Aspect of

PERSIAN Change Reason for Change Continuity Reason for Continuity

APPLICATION| Each group will be assigned a newspaper and will receive information about the town or

state in which it is published. Using that information and your knowledge of the Industrial Revolution, you

will create a detailed opinion piece about one of the changes experienced through industrialization you identified in the chart above to be featured in your newspaper. Be sure to use A LOT of adjectives!

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INDUSTRIALIZATION AND SLAVERY

Timeline of Slavery in Early America Compiled using: Ferris State University Timeline | PBS Slavery in America | The Root

1712 Slave Riot in New York City leads to violent outbreaks.

1739 Slaves in Stono, South Carolina seized weapons and then sacked and burned an armory before killing many white slaveholders. The colonial militia puts an end to the rebellion before slaves are able to reach freedom in Florida.

1788 The U.S. Constitution is officially adopted, and the document mentions slavery twice: • First: Fugitive Slave Clause (article 4, section 2, clause 3) required a slave who fled to another

state to be returned to their master • Secondly: the "3/5" clause stated that each slave is considered three-fifths of a person for the

purposes of congressional representation and taxes.

1790 First documentation of the Underground Railroad, a network of abolitionists and freed slaves who helped runaway slaves get to freedom in northern states or Canada.

1793 Eli Whitney patents the cotton gin, making cotton production more profitable. The market value of slaves increases as a result (in 1800, in New Orleans, each slave was valued at about $500, by 1860 this price had risen to $1800).

The First Fugitive Slave Law is passed, allowing slave owners to cross state lines in the pursuit of fugitives and making it a penal offense to abet runaway slaves.

1800 Gabriel Prosser, Jack Bowler, and others planned the first major slave rebellion, near Richmond, Virginia. As many as 1,000 slaves were prepared to participate, but a thunderstorm forced postponement and two traitors betrayed the cause. The blacks had met under the pretense of holding religious meetings.

1822 Denmark Vessey, a former slave who had bought his freedom in 1799, attempted to organize a slave rebellion in Charleston, South Carolina. His plot was found out after nervous slaves told their masters, and he and his followers were hung.

1831 Nat Turner leads the most brutal slave rebellion in United States history, attracting up to 75 slaves and killing 60 whites.

According to this timeline, what are some ways that slaves resisted

the institution of slavery?

Based on the timeline and the maps

to the right, what impact did

industrialization have on the institution of slavery? Explain.

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NAT TURNER REBELLION

Watch this clip about a slave rebellion led by Nat Turner in 1831. Answer the questions while you watch.

1. Where did the Nat Turner rebellion take place?

2. Whose side was the military on - the slave rebels or white slaveholders? Why is this significant?

3. What impact did the Nat Turner rebellion have on the white slaveholders?

4. How did slaves continue to resist after the Nat Turner rebellion?

5. Why do you think slaves decided to join the Nat Turner rebellion?

6. If you wanted to learn more about the Nat Turner rebellion, what kinds of primary source documents might you research or read?

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Primary Source Document A1: Horrid Massacre from the Authentic and Impartial

Narrative of the Tragical Scene Which Was Witnessed in Southhampton County on

Monday the 22nd of August Last, by Samuel Warner (New York, 1831)

Captioned: “The scenes which above plate is designed to represent are - 1, a mother

interrupting for the lives of her children; 2, Mr. Barrow, cruelly murdered by his own Slaves;

3, Mr. Barrow, who bravely defended himself until his wife escaped; 4, A company of mounted [militia men] in pursuit of the blacks”

1. Annotate and label images that stand out to you in this image.

2. What differences do you notice between the way the white and black people are drawn?

3. Why do you think the illustrator chose to first depict a scene of mother and her children being attacked? What emotions do you think he wanted to evoke in a viewer?

4. The artist was white. How do you think the artist’s perspective affected the message of this image?

5. Does this image tell the full story of the Nat Turner rebellion? If you wanted to learn more about the rebellion from the perspective of Nat Turner and the slaves, what other sources might you look for?

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Primary Source Document A2: Horrid Massacre from the Authentic and Impartial Narrative of the Tragical

Scene Which Was Witnessed in Southhampton County on Monday the 22nd of August Last, by Samuel

Warner (New York, 1831)

1

2 3 4 5 6

7 8 9 10

11 12 13 14 15 16

Horrid Massacre: In consequence of the alarming increase of the Black population at the

South, fears have been long entertained that it might one day witness scenes of violence and death of blacks uprising against whites but, these fears have never been realized even in a small degree, until the fatal morning of the 22nd of August last, when it fell to the lot of the white inhabitants of a thinly settled township of Southampton county (Virginia) to witness a scene horrid in the extreme! -- when FIFTY FIVE innocent persons (mostly women and children)

fell victims to the most inhuman barbarity. The melancholy and bloody event was as sudden and unexpected, as unprecedented for cruelty -- for many months previous an artful black, known by the name of Nat Turner, (a slave of Mr. Edward Travis) who had been taught to read and write, and who hypocritically and the

better to enable him to effect his nefarious design, assumed the character of a Preacher, and as such as sometimes permitted to visit and associate himself with many of the Plantation Negroes, for the purpose (as was by him artfully presented) of christianizing and to teach them the propriety of their remaining faithful and obedient to their masters; but, in reality, to persuade and to prepare them in the most sly and artful manner to become the instruments of their slaughter!

1. How does the author describe the attack in lines 5 - 9? What kinds of words does he use to describe

the attack?

2. Does his description seem to match the suggestions made in the title of an “authentic and impartial

narrative”? Why or why not?

3. Why do you think he chose to emphasize the number of people who were killed by using capital

letters?

4. How does the author describe Nat Turner in lines 9 - 16?

5. Keeping in mind the time period and the perspective of the author, what do you think he might have been influenced by? Do you trust this source? Why or why not?

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Primary Source Document B: The Confessions of Nat Turner: The Leader of the Late Insurrections in Southampton, Va. As Fully and Voluntarily Made to Thomas R. Gray [To

the Public]

1 2

3 4 5 6 7 8

9 10 11 12

13 14 15 16 17

18 19 20 21

22 23 24 25 26

27 28 29 30 31

32 33 34 35

36 37 38 39

40 41 42

Thomas R. Gray: Public curiosity has tried to understand Nat Turner’s motives behind his diabolical actions. Everything connected with the rebellion was

wrapped in mystery, until Nat Turner the leader of the violent and savage band, was captured. I was determined to end public curiosity and write down Nat Turner’s statements, and publish them, with little or no change, from his own words. Agreeable to his own appointment, on the evening he was committed to prison, with the permission of the jailer, I visited Nat Turner on Tuesday the 1st of November, when without being questioned at all, he

commenced his narrative in the following words: Nathaniel Turner: As I child, I knew I surely would be a prophet, as the Lord had showed me visions of things that had happened before my birth. My father and mother said I was intended for some great purpose. I was a child

of uncommon intelligence and I knew I was never meant to be a slave. To a mind like mine, restless, curious and observant of everything that was happening, religion became the subject that occupied all of my thoughts. One night, I had a vision. The sun was being covered by a black hand, and in that moment, I saw a vision, god came to me and told me that it was time to

lead a rebellion against the white man and rightfully take my place as a leader among black men. Now finding I had arrived to man's estate, and was a slave, and these revelations being made known to me, I began to direct my attention to this

great vision, to fulfil the purpose for which...Knowing the influence I had obtained over the minds of my fellow servants, and the Spirit whose revelations I often communicated to them, and they believed and said my wisdom came from God...About this time I was placed under an overseer, it was 1830, I had been living with Mr. Joseph Travis, who was to me a kind

master, and placed the greatest confidence in me; in fact, I had no cause to complain of his treatment to me - but under the overseer I could not take my place rightfully as a leader among men - so I ran away and after remaining in the woods thirty days….I was joined by fellow slaves who would help me form a plan. We gathered an axe and other tools...while planning I continued to

speak to them the words that god spoke to me. We waited until the perfect night, we feasted on pig and brandy, and then we made our way to the house. On returning to the house, Hark went to the door with an axe, for the purpose of breaking it open, as we knew we were

strong enough to murder the family, if they were awaked by the noise; but reflecting that it might create an alarm in the neighborhood, we determined to enter the house secretly, and murder them whilst sleeping... Thomas R. Gray: Nat Turner is a complete fanatic. The calm way he spoke of

his late actions, the expression of his fiend-like face when excited by enthusiasm, still bearing the stains of the blood of helpless innocence about him. I looked on him and my blood curdled in my veins...

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1. Gray is a white man who is documenting Nat Turner’s confession after he has been put in jail. How might the circumstances under which this was collected have influenced what Gray wrote or what

Nat Turner says?

2. How does Gray describe Nat Turner in the introduction and conclusion?

3. Imagine you were living in 1830 and you read this confession. After reading this document, what

might you think about Nat Turner?

4. If you wanted to confirm Nat Turner’s information, what other sources might you look for or research?

Primary Source Document C: In the space below, you will plan to create your own publication designed

to spread word of Nat Turner’s rebellion from a third perspective, American Evangelicals. Based on your knowledge of the Great Awakening and Protestantism and Sources A and B, create a cartoon, article, or

other publication to inform Evangelicals of Nat Turner’s Rebellion and its significance to your community.

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EVALUATING THE INDUSTRIAL REVOLUTION

STEP ONE| In your groups, you will race to determine whether the Industrial Revolution helped or harmed the people of the United States. Use the documents provided to evaluate and explain selected

characteristics of the Industrial Revolution in each chart that follows. Your evaluations should be made

from the perspective of your assigned role.

DOCUMENT 1

January 1911. South Pittston, Pa. "Breaker boys working in Ewen Breaker of Pennsylvania Coal Co."

Photograph by Lewis Wickes Hine.

Characteristic of the Industrial Revolution relevant to your role

What in this document illustrates that characteristic?

Evaluate: Positive or Negative

Explain: HOW does this prove that the Industrial Revolution positively/ negatively affected Americans?

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DOCUMENT 2





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DOCUMENT 3





In 1860, there were actually more farms in the North

than in the South. Northern farms were typically smaller and

produced crops like wheat. In the South, farms were much

larger – many had more than 1,000 acres. (A thousand acres is about

the size of 1,000 football fields!) These huge plantations

grew cash crops like tobacco, rice, and sugar. The South had to pay taxes on

many of the crops they exported.

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DOCUMENT 4

The Tariff of 1816 was put in place after the War of 1812. Britain had developed a large stockpile of iron

and textile goods. Because this stockpile was so large, the price of British goods soon plummeted in comparison to that of American goods. Consequently, many Americans bought British goods rather than

American goods, hurting American manufacturers. James Madison and Henry Clay devised a plan to help American producers, called the American System. It included a protective tariff more commonly

known as the Tariff of 1816, which increased the price of British goods so that American goods could

compete with them. The northern United States were quite pleased by this tariff. Since the North's economy was based on manufacturing, many of its industries and workers competed with British imports

and benefited from the tariff. The Southerners, however, were outraged, since they were net consumers of

the manufactured goods which now cost more; further their agricultural exports to Britain might be threatened if Britain retaliated.





DOCUMENT 5





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DOCUMENT 6

Before:

After:





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DOCUMENT 7

After the invention of the cotton gin, the yield of raw cotton doubled each decade after 1800. Demand was fueled by other inventions of the Industrial Revolution, such as the machines to spin and weave it and

the steamboat to transport it. By mid-century America was growing three-quarters of the world's supply of

cotton, most of it shipped to England or New England where it was manufactured into cloth.





DOCUMENT 8

Characteristic Evidence Evaluation Explaination

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DOCUMENT 9

ß Lowell, Massachusetts

Slaves in the South à

Characteristic of the Industrial

Revolution relevant to your role What in this document illustrates

that characteristic?



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DOCUMENT 10

A Lowell Mill Girl’s Letters to Her Father:

December 21, 1845

I am well, which is one comfort. . . . Last Tuesday we were paid. In all I had six dollars and sixty cents

paid $4.68 for board. With the rest I got me a pair of rubber [shoes] and a pair of 50 cent shoes. Next

payment I am to have a dollar a week beside my board. I think that the factory is the best place for me and if any girl wants employment, I advise them to come to Lowell.

November 5, 1848

Doubtless you have been looking for a letter from me all week. . . . The work I am now doing. It is very hard indeed and sometimes I think I shall not be able to endure it. I never worked so hard in my life but

perhaps I shall get used to it. . . . Wages are to be reduced on the 20th of this month. . . . The companies

pretend they are losing immense sums every day . . . but this seems perfectly absurd to me for they are constantly making repairs and it seems to me this would not be if there were really any danger of their

being obliged to stop the mills. I expect to be paid about two dollars a week but it will be dearly earned.





STEP TWO| After time has been called, please proceed to the corner of the room designated for your assigned role. There, you will discuss whether the impact of the Industrial Revolution on the American

people was positive or negative from your assigned perspective to complete the statement below, which

will be shared with the rest of the class:

As __________________________________________, we believe that the impact of the Industrial Revolution was

________________________, because…

1.

2.

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STEP THREE| Record the assessments shared by your classmates in the chart below:

Laborer Capitalist Northerner Southerner P

osi

tiv

e

Ne

ga

tiv

e

STEP FOUR| Record the positive and negative impacts of the Industrial Revolution below:

Positive Negative

Lon

g-t

erm

Sh

ort

-te

rm

STEP FIVE| Now is the time for you to decide whether you feel that the Industrial Revolution had a positive

or negative impact on the United States! Complete the statement below from your own perspective:

I believe that the impact of the Industrial Revolution was ___________________, because…

1.

2.

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RISE OF AMERICAN NATIONALISM

Review of the Causes & Effects of the War of 1812| Sort the following causes and effects into the appropriate boxes in the table below

War Hawks (ex: Henry Clay)

Star Spangled Banner

American nationalism rises American expansion was

finally accepted

Rise in American cotton manufacturing

Erie Canal British Impressment of American

soldiers Era of Good Feelings

Disruption of trade w/ France and England

Desired expansion into Canada

Dispute with Native Americans over American expansion

Burning of the White House

Native Americans lost more land

Federalist party ended

Andrew Jackson rises to prominence

America becomes a globally recognized nation

Causes Effects

A SINGLE PARTY SYSTEM

George Washington

John Adams Thomas

Jefferson James

Madison James

Monroe John Quincy

Adams Andrew Jackson

Martin Van Buren

1789-1797 1797-1801 1801-1809 1809-1817 1817-1825 1825-1829 1829-1837 1837-1841

No Party Affiliation; elected

unanimously

Federalist; Defeated Thomas

Jefferson, a Democratic-Republican

Democratic-Republican; Defeated

John Adams, a Federalist

Democratic-Republican; Defeated Thomas

Pinkney, a Federalist

Democratic-Republican; no opposing party when

re-elected in 1820

Democratic-Republican; no opposing

party

Jacksonian Democrat

National Republican

. ________________________________________________

War of 1812

Era of Good Feelings (Single Party System)

What reasons were there for a single-party system to develop after the War of 1812?

1.

2.

3.

War of

1812

26

ERA OF GOOD FEELINGS

The War of 1812 closed with the Federalist Party all but destroyed. The 1816 presidential election was the last one when the Federalists' ran a candidate. He lost resoundingly.

The 1818 Congressional election brought another landslide victory for Democratic-Republicans who controlled 85 percent of the seats in the U.S. Congress. James Monroe, yet another Virginian, followed Madison in the Presidency for two terms from 1817 to 1825. Although this period has often been called the ERA OF GOOD FEELINGS due to its one-party dominance, in fact, Democratic-

Republicans were deeply divided internally and a new political system was about to be created from the old Republican-Federalist competition that had been known as the FIRST PARTY SYSTEM.

Although Democratic-Republicans were now the only active national party, its leaders incorporated major economic policies that had been favored by Federalists since the time of Alexander Hamilton. President Monroe continued the policies begun by Madison at the end of his presidency to build an American System of national economic development. These policies had three basic aspects: a

national bank, protective tariffs to support American manufactures, and federally-funded internal improvements.

The first two elements received strong support after the War of 1812. The chartering of the Second Bank of the United States in 1816, once again headquartered in Philadelphia, indicates how much of the old Federalist economic agenda the Democratic-Republicans now supported. Whereas Jefferson had seen a national bank as a threat to ordinary farmers, the leaders of his party in 1816 had come to a new understanding of the need for a strong federal role in creating the basic

infrastructure of the nation.

The cooperation among national politicians that marked the one-party Era of Good Feelings lasted

less than a decade. A new style of American politics took shape in the 1820s and 1830s whose key qualities have remained central to American politics up to the present. In this more modern system, political parties played the crucial role building broad and lasting coalitions among diverse groups in the American public. Furthermore, these parties represented more than the distinct interests of a single region or economic class. Most importantly, modern parties broke decisively from a political

tradition favoring personal loyalty and patronage. Although long-lasting parties were totally unpredicted in the 1780s, by the 1830s they had become central to American politics.

The New York politician MARTIN VAN BUREN played a key role in the development of the Second Party System. He rose to lead the new Democratic party by breaking from the more traditional leadership of his own Democratic-Republican party. He achieved this in New York by 1821 and helped create the system on a national scale while serving in Washington D.C. as a senator and later as president.

Summarize the Era of Good Feelings Explain 3 Federalist policies that were adopted by

Democratic-Republicans Madison and Monroe

When After the War of 1812 was won in 1814, 1.

2.

3.

Who The Democratic-Republican Party

What

Why because…

27

What do these cartoons reveal about public opinion toward the British after the war of 1812?

In what ways does this public opinion align with Democratic-Republican views?

28

NATIONALISM AND SECTIONALISM

As the United States began to adopt more nationalistic policies, geographic factors continued to create socioeconomic divisions through a process called sectionalism:

The three primary issues that divided the nation were:

1. Investment in infrastructure 2. National Bank 3. Slavery

29

JUDICIAL NATIONALISM

During the Era of Good Feelings, the Supreme Court made many decisions that expanded the power of the central government in the spirit of nationalism.

Facts Ruling Federalist Influence Democratic-Republican Influence

Ma

rbu

ry v

. M

ad

iso

n

Gib

bo

ns

v. O

gd

en

Mc

Cu

lloc

h v

. M

ary

lan

d

REFLECT| In what ways did these court ruling reduce or intensify sectionalism in the United States?

30

ECONOMIC NATIONALISM

Henry Clay’s American System From the nation's earliest days, Congress has struggled with the fundamental issue of the national

government's proper role in fostering economic development. Henry Clay's "American System," devised in

the burst of nationalism that followed the War of 1812, remains one of the most historically significant examples of a government-sponsored program to harmonize and balance the nation's agriculture,

commerce, and industry. This "System" consisted of three mutually re-enforcing parts: a tariff to protect

and promote American industry; a national bank to foster commerce; and federal subsidies for roads, canals, and other "internal improvements" to develop profitable markets for agriculture. Funds for these

subsidies would be obtained from tariffs and sales of public lands. Clay argued that a vigorously

maintained system of sectional economic interdependence would eliminate the chance of renewed subservience to the free-trade, laissez-faire "British System." In the years from 1816 to 1828, Congress

enacted programs supporting each of the American System's major elements:

1. A Tariff| A tariff is a tax on imported goods. It made European goods more expensive and encouraged Americans to buy cheaper products made in America. The tariff also made the

country money, which would be used to improve things. 2. A National Bank| The establishment of a second national bank would promote a single currency

(money), making trade easier.

3. Roads and Canals| Henry Clay though that many more roads and canals should be built. These roads and canals would make trade easier and faster for everyone, helping farmers and

merchants get their goods to market.

Would all states benefit from these planned reallocations of funding? Why or why not?

Which states would be more likely to reject Clay’s American System? Why?

Notes

31

NATIONALISM IN FOREIGN POLICY

1. What was the dominant imperial power in the Western Hemisphere in the early 1780’s?

2. What were some of the smaller imperial powers in the region, and what were some of their land holdings?

3. Why would these “smaller” political players have maintained a keen interest in retaining colonies in the

area?

4. What were some of the specific major political changes in the Western Hemisphere in the forty years

preceding the Monroe Doctrine?

5. What region of the Western Hemisphere experienced the most change during this period?

1783 1821

The Adams–Onís Treaty of 1819, also known as the Transcontinental Treaty, the Florida Purchase Treaty, or the Florida Treaty, was a treaty between the United States and Spain in 1819 that ceded Florida to the U.S. and defined the boundary between the U.S. and New Spain.

32

The Monroe Doctrine| Excerpt from President James Monroe's message to Congress in December 1823

(later to be called the Monroe Doctrine) which proclaimed the United States' preeminence in the Western

Hemisphere. It also served as a basic principle of American foreign policy for years to come. James

Monroe was President from 1817 to 1825.

The occasion has been judged proper for asserting as a principle in which the rights and interests of the United States are involved, that the American continents, by the free and independent condition which

they have assumed and maintain, are henceforth not to be considered as subjects for future colonization

by any European powers…

…The citizens of the United States cherish sentiments of the most friendly in favor of the liberty and

happiness of their fellowmen on that side of the Atlantic. In the wars of the European powers in matters relating to themselves we have never taken any part, nor does it comport [fit] with our policy to do so. It is

only when our rights are invaded or seriously menaced that we prevent injuries or make preparation for

our defense.

…With the movements in this hemisphere we are, of necessity, more immediately connected… the

political system of the allied powers is essentially different in this respect from that of Americas…We owe it, therefore, to candor, and to the amicable [friendly] relations existing between the United States and

those powers, to declare that we should consider any attempt on their part to extend their system to any

portion of this hemisphere as dangerous to our peace and safety.

With the existing colonies or dependencies of any European power we have not interfered and shall not interfere. But with the Governments who have declared their independence, and maintained it, and

whose independence we have, on great consideration and on just principles, acknowledged, we could

not view any interposition for the purpose of oppressing them, or controlling in any other manner their destiny, by any European power, in any other light than as the manifestation of an unfriendly disposition

toward the United States….

Our policy in regard to Europe,…nevertheless remains the same, which is, not to interfere in the internal

concerns of any of its powers, to consider the de facto [existing] Government as the legitimate

Government for us, to cultivate friendly relations with it, and to preserve those relations by a frank, firm…

policy, meeting, in all instances, the just claims of every power…

1. Summarize three major points of the Monroe Doctrine: 2. What position did Monroe take regarding the internal problems of European Countries?

3. Under this Doctrine, what would happen to current European colonies in the western hemisphere? 4. What was America's position towards the South American countries that had declared their independence

from Europe?

5. If you were a leader in the British Parliament, how would you react to such a Doctrine? 6. If you were a poor farmer from Peru, under Spanish rule, how would you react to the Doctrine?

33

George Washington made his position on American foreign policy abundantly clear in his farewell address 20 years prior to the Monroe Doctrine. Using your knowledge of Washington’s position on the following issues and the Monroe Doctrine itself, complete the report card below from Washington’s perspective. Would he approve of his successor’s positions? You decide!

My (Washington’s) Perspective Monroe’s Perspective Grade Justification

Eu

rop

ea

n C

on

flic

ts

Po

pu

lar

So

ve

reig

nty

Co

lon

ialis

m

Tra

de

Based on the Monroe Doctrine and American Tradition, what motives did Monroe have to respect

sovereignty, or the right of a nation-state to govern itself?

1.

2.

3.

34

MISSOURI COMPROMISE

Missouri’s application for statehood caused a crisis in the United States Congress in 1819. Before Missouri’s admission, slave and free states were balanced at 11 each. Disrupting this balance meant

giving more power to supporters of either slavery or abolition, an alarming thought for northern and southern congressmen alike. Examine the map above. In your groups, create a plan of action that will appease all parties involved and allow for later expansion of the US, hopefully without conflict. Two of you will be delegates from free states, two from slave states.

What would you do with Missouri?

35

THE MISSOURI COMPROMISE

In the years leading up to the Missouri Compromise of 1820, tensions began to rise

between pro-slavery and anti-slavery

factions within the U.S. Congress and across the country. They reached a boiling point

after Missouri’s 1819 request for admission to

the Union as a slave state, which threatened to upset the delicate balance between slave

states and free states. To keep the peace,

Congress orchestrated a two-part compromise, granting Missouri’s request but

also admitting Maine as a free state. It also

passed an amendment that drew an imaginary line across the former Louisiana Territory, establishing a boundary between free and slave

regions that remained the law of the land until it was negated by the Kansas-Nebraska Act of 1854.

The Missouri Compromise was an effort by Congress to defuse the sectional and political rivalries triggered

by the request of Missouri late in 1819 for admission as a state in which slavery would be permitted. At the time, the United States contained twenty-two states, evenly divided between slave and free. Admission of

Missouri as a slave state would upset that balance; it would also set a precedent for congressional acquiescence in the expansion of slavery. Earlier in 1819, when Missouri was being organized as a territory,

Representative James Tallmadge of New York had proposed an amendment that would ultimately have

ended slavery there; this effort was defeated, as was a similar effort by Representative John Taylor of New

York regarding Arkansas Territory.

The extraordinarily bitter debate over Missouri’s application for admission ran from December 1819 to March 1820. Northerners, led by Senator Rufus King of New York, argued that Congress had the power to

prohibit slavery in a new state. Southerners like Senator William Pinkney of Maryland held that new states

had the same freedom of action as the original thirteen and were thus free to choose slavery if they wished. After the Senate and the House passed different bills and deadlock threatened, a compromise

bill was worked out with the following provisions: (1) Missouri was admitted as a slave state and Maine (formerly part of Massachusetts) as free, and (2) except for Missouri, slavery was to be excluded from the

Louisiana Purchase lands north of latitude 36°30′.

The Missouri Compromise was criticized by many southerners because it established the principle that

Congress could make laws regarding slavery; northerners, on the other hand, condemned it for

acquiescing in the expansion of slavery (though only south of the compromise line). Nevertheless, the act helped hold the Union together for more than thirty years. It was repealed by the Kansas-Nebraska Act of

1854, which established popular sovereignty (local choice) regarding slavery in Kansas and Nebraska,

though both were north of the compromise line. Three years later, the Supreme Court in the Dred Scott case declared the Missouri Compromise unconstitutional, on the ground that Congress was prohibited by

the Fifth Amendment from depriving individuals of private property without due process of law.

Summarize the Era of Good Feelings 3 unresolved problems

When In 1819, 1.

2. 3.

Who Congress

What

Why because…

36

MONROE’S LEGACY

Foreign Domestic

What does this cartoon reveal about public opinion toward

President Monroe?

In what ways does this cartoon reflect the spirit of nationalism prevalent during the Era of Good

Feelings? Explain.

37

JACKSON’S PRESIDENCY

TASK| Using the aspects of Jackson’s Presidency outlined in the table below, determine whether or not

those actions made America more or less democratic and explain why.

Aspect of Jackson’s Presidency Why?

03/04/1829: Jackson Inaugurated Military hero and self-made man Andrew Jackson is sworn in

as the seventh President of the United States. In his inaugural

speech, Jackson articulates the principle of federal office rotation, ushering in the “spoils system” for loyal supporters of

presidential candidates. Under the “spoils system,” the political party winning an election rewards its campaign

workers and other active supporters by appointment to

government posts and by other favors. Additionally, Jackson declares that government officials should not be allowed to

serve inefficiently for excessive and indeterminate amounts

of time; although his words are cause for concern, Jackson will replace only 9 percent of appointed federal officials

during his first year in office.

Democratic

Un-

democratic

05/27/1830: Jackson vetoes Maysville Road bill Jackson vetoes the Maysville Road bill, which would have

sanctioned the federal government's purchase of stock for

the creation of a road entirely within Kentucky, the home state of longtime foe Henry Clay. Jackson regards the

project as a local matter and thinks its funding should come

from local sources. Jackson is not entirely opposed to the federal financing of such projects, supporting the allocation

of federal monies for the National Road. Nevertheless, his veto of the Maysville Road bill indicates a shift in how the

federal government intends to pay for internal

improvements.

Democratic

Un-

democratic

05/28/1830: Indian Removal Act

Jackson signs the Indian Removal Act, sanctioning the

forcible relocation of Creek, Chickasaw, Cherokee, Choctaw, and Seminole tribes to land allotments west of the

Mississippi river. Ninety-four removal treaties follow the bill's

enactment. From 1835 to 1838, Cherokee and Creek are forcibly removed from the Southeast onto reservations.

Nearly one quarter die along what became known as the

“Trail of Tears.”

Democratic

Un-

democratic

07/10/1832: Jackson vetoes a bill for the Second Bank of the

United States On July 10, 1832, President Andrew Jackson vetoed a bill

that would have renewed the corporate charter for the

Second Bank of the United States, created in the aftermath of the war of 1812.

At the end of 1831, Senators Henry Clay and Daniel Webster,

supporters of the Bank, convinced the Bank's president, Nicholas Biddle, to submit an early petition for the renewal of

the Bank's charter to Congress. (The 2nd Bank of the United States was chartered through 1836.)

The petition to recharter the Bank became an instant source

of controversy in Congress. Although Jackson himself despised the Bank of the United States and had been an

Democratic

Un-

democratic

38

outspoken opponent since before he became President, many Jacksonians, especially from Eastern and Midwest

states, supported the Bank. The recharter bill passed both

houses of Congress. Although the bulk of Jackson's cabinet favored the recharter, Jackson vetoed the bill a week after

Congress passed it.

Jackson explained his veto in a lengthy message, one of the most important state papers of his presidency. Jackson's

message labeled the Bank elitist and anti-republican. It also argued extensively that the Bank was unconstitutional and

that it was neither “necessary” nor “proper” for the federal

government to authorize and permit the existence of an institution so big and so powerful that only directly benefited

a privileged few. Jackson thus challenged the rulings of the

Supreme Court of the United States, which had held consistently that the Bank was constitutional.

Jackson's Bank veto was significant, since it firmly inserted

the President into the legislative process. Jackson vetoed the Bank bill not only for constitutional reasons, but also for

political reasons. Previous Presidents had used the veto

sparingly, only when they felt a law was unconstitutional. Jackson did not acquiesce in the Supreme Court's rulings

that the Bank was constitutional; he challenged it head on. He also pointed to many non-constitutional issues in his

message, which was new. Jackson's rhetoric of celebrating

the role of the small farmer, the working man, and the middling artisan was also significant, since it has come to

define Jacksonian Democracy for many historians. It was

also a source of Jackson's broad-based appeal, which secured his reelection later in 1832.

11/24/1832: Ordinance of Nullification

A South Carolina state convention adopts the Ordinance of Nullification, a decree nullifying congressional acts involving

duties and imposts on the importation of foreign

commodities in response to a tariff imposed in 1828. 12/10/1832: Nullification Proclamation

Jackson issues the Nullification Proclamation, which stated

that states and municipalities are forbidden from nullifying federal laws.

03/01/1833: Force Bill Pressed by Jackson, Congress passes the Force Bill,

authorizing Jackson's use of the army to gain compliance for

federal law in South Carolina.

Democratic

Un-

democratic

03/28/1834: Jackson withdrawals federal deposits

Viewing his reelection as a mandate to continue his war

against the Second Bank of the United States, Jackson issues an order for the Treasury Department to withdrawal federal

deposits from the Bank of the United States and place them

in state banks. When Secretary of the Treasury William Duane refuses, Jackson fires him. On March 28, the Senate passes a

resolution of censure admonishing Jackson. The censure will

be officially expunged from the record on January 16, 1837, the result of political bargaining. Jackson will continue to

take action against the Bank, which closes its doors in 1841.

Democratic

Un-

democratic

39

NULLIFICATION CRISIS

The relationship between the

North and the South was tenuous when Andrew Jackson came to

office in 1828. Ever since the

Constitutional Convention of 1787, northerners and southerners had

fought over slavery and tariffs. Each

region wanted to make sure their economies were protected in the

new Union. Several times states

threatened to leave the Constitutional Convention and

abandon the writing of the Constitution. By the end of the

Convention, both sides had made

significant compromises to the Constitution such as the three-fifths

clause, the fugitive slave clause, and

Article 1, Section 8, which allowed Congress to lay and collect taxes,

duties, imposts, and excises. These compromises were shaky. Neither side was truly pleased with the results.

Forty-one years later, in 1828, the issue of tariffs surfaced again. Congress passed a high protective tariff on imported, primarily manufactured, goods such as clothing and building materials. The South,

being predominantly agricultural and reliant on the North and foreign countries for manufactured goods,

saw this tariff as an affront to their economy. Vice President John C. Calhoun called it a "tariff of abominations" meant to favor the North. South Carolina declared that Congress was overstepping its

power by offering such support of the North’s manufacturing industries. The confrontation quickly spun into a debate over the power of the federal government to decide the rights of states.

In 1832, after the passage of another tariff, South Carolina declared the tariffs null and void, and

threatened to leave the Union in the Ordinance of Nullification. Jackson responded swiftly, calling the action treasonous. He asked Congress for the power to use military force to ensure that states adhered to

federal law. While Congress debated the resulting Force Bill—which would grant the President his wish—

Kentucky’s Henry Clay introduced a compromise tariff. Both bills passed in 1832. In the end, the North and South compromised, but not without revealing how fragile the relationship was. The Nullification Crisis

foreshadowed the eventual secession of the South in 1860–1861.

Summarize the Nullification Crisis List the constitutional issues underlying South

Carolina’s Ordinance of Nullification

When In 1832,

Who South Carolina

What

Why because…

40

South Carolina’s Ordinance of Nullification, written by John C. Calhoun

EXPOSITION

The committee have bestowed on the subjects referred to them the deliberate attention which

their importance demands; and the result, on full investigation, is a unanimous opinion that the act of Congress of the last session, with the whole system of legislation imposing duties on imports—not for

revenue, but the protection of one branch of industry at the expense of others—is unconstitutional,

unequal, and oppressive, and calculated to corrupt the public virtue and destroy the liberty of the country; which propositions they propose to consider in the order stated, and then to conclude their

report with the consideration of the important question of the remedy. The committee do not propose to

enter into an elaborate or refined argument on the question of the constitutionality of the Tariff system. The General Government is one of specific powers, and it can rightfully exercise only the powers expressly

granted, and those that may be necessary and proper to carry them into effect, all others being reserved

expressly to the States or the people. It results, necessarily, that those who claim to exercise power under the Constitution, are bound to show that it is expressly granted, or that it is necessary and proper as a

means to some of the granted powers. The advocates of the Tariff have offered no such proof. It is true that the third section of the first article of the Constitution authorizes Congress to lay and collect an impost

duty, but it is granted as a tax power for the sole purpose of revenue—a power in its nature essentially

different from that of imposing protective or prohibitory duties… The facts are few and simple. The Constitution grants to Congress the power of imposing a duty on

imports for revenue, which power is abused by being converted into an instrument of rearing up the

industry of one section of the country on the ruins of another … It is, in a word, a violation by perversion—the most dangerous of all, because the most insidious, and difficult to resist…

PROTEST

The Senate and House of Representatives of South Carolina, now met and sitting in General Assembly, through the Hon. William Smith and the Hon. Robert Y. Hayne, their Representatives in the

Senate of the United States, do, in the name and on behalf of the good people of the said

Commonwealth, solemnly protest against the system of protecting duties, lately adopted by the Federal Government, for the following reasons:

1st. Because the good people of this commonwealth believe, that the powers of Congress were

delegated to it, in trust for the accomplishment of certain specified objects which limit and control them, and that every exercise of them, for any other purposes, is a violation of the Constitution as unwarrantable

as the undisguised assumption of substantive, independent powers not granted, or expressly withheld.

3rd. Because they believe that the Tariff Law passed by Congress at the last session, and all other acts of which the principal object is the protection of manufactures, or any other branch of domestic

industry, if they considered as the exercise of a supposed power in Congress to tax the people at its own good will and pleasure, and to apply the money raised to objects not specified in the Constitution, is a

violation of these fundamental principles, a breach of a well-defined trust, and a perversion of the humble

powers vested in the Federal Government for federal purposes only … 8th. Finally, because South Carolina, from her climate, situation, and peculiar institutions, is, and

must ever continue to be, wholly dependent upon agriculture and commerce, not only for her prosperity,

but for her very existence as a State—because the valuable products of her soil—the blessings by which Divine Providence seems to have designed to compensate for the great disadvantages under which she

suffers in other respects—are among the very few that can be cultivated with any profit by slave labor—

and if, by the loss of her foreign commerce, these products should be confined to an inadequate market, the fate of this fertile State would be poverty and utter desolation; her citizens, in despair, would emigrate

to more fortunate regions, and the whole frame and constitution of her civil polity, be impaired and

deranged, if not dissolved entirely. Deeply impressed with these considerations, the representatives of the good people of this

commonwealth, anxiously desiring to live in peace with their fellow-citizens and to do all that in them lies to preserve and perpetuate the union of the State and the liberties of which it is the surest pledge—but

feeling it to be their bounden duty to expose and resist all encroachments upon the true spirit of the

Constitution, lest an apparent acquiescence in the system of protecting duties should be drawn into precedent—do, in the name of the commonwealth of South Carolina, claim enter upon the journals of

the Senate, their protest against it as unconstitutional, oppressive, and unjust.

41

Andrew Jackson’s Nullification Proclamation to Congress, 1832

Fellow-citizens of the United States! the threat of unhallowed disunion-the names of those, once respected, by whom it is uttered--the array of military force to support it-denote the approach of a crisis in

our affairs on which the continuance of our unexampled prosperity, our political existence, and perhaps

that of all free governments, may depend. The conjuncture demanded a free, a full, and explicit enunciation, not only of my intentions, but of my principles of action, and as the claim was asserted of a

right by a State to annul the laws of the Union, and even to secede from it at pleasure, a frank exposition

of my opinions in relation to the origin and form of our government, and the construction I give to the instrument by which it was created, seemed to be proper. Having the fullest confidence in the justness of

the legal and constitutional opinion of my duties which has been expressed, I rely with equal confidence on your undivided support in my determination to execute the laws-to preserve the Union by all

constitutional means-to arrest, if possible, by moderate but firm measures, the necessity of a recourse to

force; and, if it be the will of Heaven that the recurrence of its primeval curse on man for the shedding of a brother's blood should fall upon our land, that it be not called down by any offensive act on the part of

the United States.

Fellow-citizens! the momentous case is before you. On your undivided support of your government depends the decision of the great question it involves, whether your sacred Union will be preserved, and

the blessing it secures to us as one people shall be perpetuated. No one can doubt that the unanimity

with which that decision will be expressed, will he such as to inspire new confidence in republican institutions, and that the prudence, the wisdom, and the courage which it will bring to their defense, will

transmit them unimpaired and invigorated to our children.

The Force Bill, Signed into law by Andrew Jackson in

1833

Be it enacted by the Senate and House of

Representatives of the United States of America, in Congress assembled,

SEC. 1. That whenever, by reason of unlawful obstructions, combinations, or assemblages of

persons, it shall become impracticable, in the

judgment of the President, to execute the revenue laws, and collect the duties on imports in the ordinary

way, in any collection district, it shall and may be

lawful for the President to direct that the custom-house for such district be established and kept in any

secure place within some port or harbour of such

district, either upon land or on board any vessel SEC. 5. And be it further enacted, That whenever the

President of the United States shall be officially informed, by the authorities of any state, or by a

judge of any circuit or district court of the United

States, in the state, that, within the limits of such state, any law or laws of the United States, or the execution

thereof, or of any process from the courts of the

United States, is obstructed by the employment of military force, or by any other unlawful means, too

great to be overcome by the ordinary course of

judicial proceeding, or by the powers vested in the marshal by existing laws, it shall be lawful for him, the

President of the United States, forthwith to issue his proclamation, declaring such fact or information, and

requiring all such military and other force forthwith to disperse; and if at any time after issuing such proclamation, any such opposition or obstruction shall be made, in the manner or by the means

aforesaid, the President shall be, and hereby is, authorized, promptly to employ such means to suppress the same, and to cause the said laws or process to be duly executed . . .

42

President Andrew Jackson

Vice President John C. Calhoun

I think…

I see…

I hear…

I feel…

I did…

I think…

I see…

I hear…

I feel…

I did…

43

INDIAN REMOVAL ACT

The Indian Removal Act was signed into law by President Andrew Jackson on May 28, 1830, authorizing

the president to grant unsettled lands west of the Mississippi in exchange for Indian lands within existing state borders. A few tribes went peacefully, but many resisted the relocation policy. During the fall and

winter of 1838 and 1839, the Cherokees were forcibly moved west by the United States government.

Approximately 4,000 Cherokees died on this forced march, which became known as the "Trail of Tears."

# Analysis Questions Notes & Answers

Sta

tio

n #

1: M

ap

There were no railroads in 1832 to transport the Native Americans to their new lands. They travelled mostly by foot, covered

wagon, horseback, or boat. What do you think the journey was like for Native Americans? Use specific evidence from the maps to support your claims.

Sta

tio

n #

2: A

nd

rew

Ja

ckso

n’

s M

ess

ag

e t

o C

on

gre

ss

Provide three specific reasons referenced in his speech that explain why President

Jackson supported Indian Removal.

Sta

tio

n #

3: Su

pre

me

Co

urt

Ca

ses

According to the Supreme Court, why is the Indian Removal Act unconstitutional?

44

Sta

tio

n #

4: A

rgu

me

nts

ag

ain

st

Na

tive

Am

eric

an

Re

sett

lem

en

t Do you think

Emerson thinks that Indian Removal is just or unjust? Cite evidence from the document to

support your claim.

Sta

tio

n #

5: C

he

roke

e N

atio

n

Based on the painting, how would you describe the Cherokee Nation’s journey along the Trail of Tears? What stands out to you?

Sta

tio

n #

6:

Ca

ve

Jo

hn

son

to

P

resi

de

nt

Jac

kso

n

What are two

reasons why Cave Johnson (US Congressman from

Tennessee and Postmaster General) supports the Indian Removal Act?

Sta

tio

n #

7: C

he

roke

e N

atio

n

What are two

reasons why the Cherokee were fearful of moving to the new lands? Provide evidence from the document to support your claims.

45

REFLECTION| Once you have completed all the stations, reflect on all of the documents you have examined thus far about the Indian Removal Act to answer the two questions below.

What were the arguments in support of Indian Removal?

Claims Evidence [from documents at stations] to support claims

What were the arguments against the Indian Removal Act?

Claims Evidence [from documents at stations] to support claims

Together, we will analyze the cartoon below to assess the public’s response to the Indian Removal Act.

46

JACKSONIAN DEMOCRACY

Ending the Era of Good Feelings:

Important Decisions Under Jackson:

1. 2.

3.

Was Jackson Truly Democratic?

Define Democracy:

Did Jackson uphold his promised commitment to democracy? You Decide!

STEP ONE| In your groups, you will race to determine whether the Articles of Confederation were effective

or ineffective in governing the United States. Use the documents provided to evaluate and explain

selected characteristics of the Articles of Confederation in each chart that follows. Your evaluations should be made from the perspective of your assigned role.

DOCUMENT 1

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Characteristic of Jackson’s presidency relevant to your role


Evaluate: Yes or no

Explain: HOW does this prove that Jackson was (un)democratic?

DOCUMENT 2

Characteristic of Jackson’s

presidency relevant to your role What in this document illustrates

that characteristic? Evaluate: Yes or no


DOCUMENT 3

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Characteristic of Jackson’s presidency relevant to your role


Evaluate: Yes or no


DOCUMENT 4





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DOCUMENT 5





DOCUMENT 6, Memorial of the Cherokee Nation





50

DOCUMENT 7





DOCUMENT 8





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DOCUMENT 9





STEP TWO| After time has been called, please proceed to the corner of the room designated for your

assigned role. There, you will discuss whether Jackson was democratic or undemocratic from your assigned perspective to complete the statement below, which will be shared with the rest of the class:

As _______________________, we believe that Andrew Jackson was ___________________________, because…

1.

2.

52

STEP THREE| Record the assessments shared by your classmates in the chart below:

Laborer Capitalist Northerner Southerner D

em

oc

ratic

Un

de

mo

cra

tic

STEP FOUR| Record some of Jackson’s decisions below:

Democratic Undemocratic

STEP FIVE| Now is the time for you to decide whether you feel that the Industrial Revolution had a positive or negative impact on the United States! Complete the statement below from your own perspective:

I believe that Andrew Jackson was ____________________________, because…

1.

2.

53

TRANSCENDENTALISM AND UTOPIANISM

What is Transcendentalism? Notes

1. How did transcendentalism differ from Puritanism, upon which much of colonial American culture was built?

2. Describe the historical context for the emergence of transcendentalism in New England in 1836.

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Transcendentalism Utopianism W

ha

t is

it?

Wh

o le

d it

?

Is t

his

re

al l

ife

?

Add your own definition to our “feed!”

56

THE SECOND GREAT AWAKENING

Based on the video, why did the Second Great Awakening begin?

DIRECTIONS| Using the posters hung around the room, complete the table below.

Who? What? Where? Why?

Sa

bb

ata

rian

Eva

ng

elic

al

Ba

ptist

Eva

ng

elic

al

Me

tho

dis

t

Co

ng

reg

atio

na

list

Afr

ica

n M

eth

od

ist

Ep

isc

op

al

No

n-P

rote

sta

nts

57

REFORM MOVEMENTS OF THE EARLY 19TH CENTURY

DIRECTIONS| Use the stations around the room to complete the chart below.

Goals Key Leaders Reasons to Support Reasons to Oppose Achievements

Ab

olit

ion

Wo

me

n’

s R

igh

ts

Priso

n R

efo

rm

Tem

pe

ran

ce

Ed

uc

atio

n

Tra

nsc

en

de

nta

lism

TASK| After completing the chart above, each group will be assigned one area of social reform to create a propaganda piece for. Each group member will create his or her own piece of propaganda for that movement, that appeals to the North, South, capitalists, or laborers depending on his or her role. Your notes on

this page and your propaganda piece will be submitted at the end of the period for a quiz grade.

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IMPACTS OF THE SECOND GREAT AWAKENING ON REFORMERS

TASK| The Second Great Awakening had resounding effects on all aspects of society. Using your knowledge of the Second Great Awakening and Reform Movements of the 19th century, analyze the impacts of the Second Great Awakening on your group’s assigned PERSIAN aspect of society, through the lenses of various reformers.

Describe the impact And its effect on…

P

Abolition:

Temperance:

Women:

Non-Protestants:

E

Abolition:

Temperance:

Women:

Non-Protestants:

R

Abolition:

Temperance:

Women:

Non-Protestants:

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Describe the impact And its effect on…

S

Abolition:

Temperance:

Women:

Non-Protestants:

I

Abolition:

Temperance:

Women:

Non-Protestants:

A

Abolition:

Temperance:

Women:

Non-Protestants:

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EARLY 19TH CENTURY ELECTIONS

Using the stations around the room, complete the following trading cards for each of the following candidates.

Once finished, your candidates will go head to head!

Front Back

Name:

Strengths/Successes:

Weaknesses/Failures:

Front Back

Name:



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Front Back

Name:



Front Back

Name:



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Front Back

Name:



Front Back

Name:



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